A CORRELATIONAL STUDY OF STUDENT’ PERCEPTIONS OF EQUITY, INCLUSIVITY AND SOCIAL COHESION IN SOCIAL STUDIES CLASSROOMS IN COLLEGES OF EDUCATION IN OSUN STATE, NIGERIA
Keywords:
Equity, inclusivity, social cohesion, Social Studies,, descriptive correlational designAbstract
This study examined the relationships among equity, inclusivity, and social cohesion in Social Studies classrooms in colleges of education in Osun State, Nigeria. A descriptive correlational research design was adopted. The population comprised Social Studies students from which a sample of 300 students was selected using multistage sampling. A self-designed structured questionnaires tagged Students’ Perceptions on Equity, Inclusivity, and Social Cohesion Scale (SESCS) was used for data collection. The instrument employed a five-point Likert response format. Content and face validity were established by experts in Social Studies education and Sociology of education. A pilot study yielded Cronbach’s alpha coefficients of .81 (equity), .79 (inclusivity), and .83 (social cohesion), indicating acceptable internal consistency. Data were analysed using descriptive and inferential statistics, including Pearson Product–Moment Correlation and multiple regression at 0.05 level of significance. Results showed a significant positive correlation between equity and social cohesion, r = .61, p < .01, and between inclusivity and social cohesion, r = .65, p < .01. When combined, equity and inclusivity jointly predicted social cohesion, R = .68, R² = .46, F(2, 297) = 126.43, p < .001, with equity (β = .38, p < .001) emerging as the stronger predictor. The findings indicate that students’ perceptions of fair treatment and inclusive pedagogical practices are significant determinants of cohesive classroom relationships. Based on these findings recommendations were made.
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